General Information
Name: Robert Butcher
District/School or Organization: CDMS YESD #1
Subject Area/Topic: Social Studies
Grade Level(s): 6
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
0Online (requires a computer)
1 Offline (no computer required)
1 Opening Motivational Activity
1 Central Focus of Lesson Plan
0 Research Tool for Students
0 Closure Activity
0 Assessment Tool
0 Remediation Tool
0 Enrichment Tool
1 Direct instruction
0 Indirect instruction
0 Experiential learning
0 Independent study
1 Interactive instruction
0 Other
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
0 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
The projector system and the student groups. Some teacher led discussion, mostly group discussion.
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
0 Specific directions for activity
0 Helping Hands
0 Other
Notes:
Standard rules apply
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
0 Other
Notes: Maps of the area, ocean current maps, information gathered from sources and questions asked.
Internet for teacher use only
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Students will discover tools of deep ocean archaeology and the practices of Dr. Robert Ballard. They will discover some of the problems or issues that a deepwater explorer has to face in their problems. Students will have to come up with the right questions that an archaeologist would have to ask in order to find the wreck.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Group activity lessens the need for individual differentiation.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students will be given one piece of paper and different colored pens to show what they contributed to the discussion.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: There is no step 3 D.
After having done a trail version of this lesson I had decided not to use it any more without major modifications. The actual lesson went well but students did not get as much out of this as I thought they should.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
Most information on Dr. Ballard’s methods and maps can be found on the web and will be projected for all to use. The questions are more important than the actual finding. After asking these questions, would they have enough information to find the wreck. This is a relatively informal lesson that would lead to a much bigger unit where students will have to do a virtual exploration complete with maps, “accounts” of sightings, and finding clues. This is going to be a lot of work but could be very interesting and enjoyable for students.
General Information
Name: Robert Butcher
District/School or Organization: CDMS YESD #1
Subject Area/Topic: Social Studies
Grade Level(s): 6
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
ADOE Strand 4 c-1 po 1-4
National standards 17,18
Sleuthing for a lost ship: http://www.nationalgeographic.com/xpeditions/lessons/18/g68/ballardsleuthing.html
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
0Online (requires a computer)
1 Offline (no computer required)
1 Opening Motivational Activity
1 Central Focus of Lesson Plan
0 Research Tool for Students
0 Closure Activity
0 Assessment Tool
0 Remediation Tool
0 Enrichment Tool
1 Direct instruction
0 Indirect instruction
0 Experiential learning
0 Independent study
1 Interactive instruction
0 Other
Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.
Notes:
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
0 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
The projector system and the student groups. Some teacher led discussion, mostly group discussion.
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
0 Specific directions for activity
0 Helping Hands
0 Other
Notes:
Standard rules apply
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
0 Other
Notes: Maps of the area, ocean current maps, information gathered from sources and questions asked.
Internet for teacher use only
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Students will discover tools of deep ocean archaeology and the practices of Dr. Robert Ballard. They will discover some of the problems or issues that a deepwater explorer has to face in their problems. Students will have to come up with the right questions that an archaeologist would have to ask in order to find the wreck.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Group activity lessens the need for individual differentiation.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students will be given one piece of paper and different colored pens to show what they contributed to the discussion.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: There is no step 3 D.
After having done a trail version of this lesson I had decided not to use it any more without major modifications. The actual lesson went well but students did not get as much out of this as I thought they should.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
Most information on Dr. Ballard’s methods and maps can be found on the web and will be projected for all to use. The questions are more important than the actual finding. After asking these questions, would they have enough information to find the wreck. This is a relatively informal lesson that would lead to a much bigger unit where students will have to do a virtual exploration complete with maps, “accounts” of sightings, and finding clues. This is going to be a lot of work but could be very interesting and enjoyable for students.